This is the third lesson in this unit. Since the body has many proteins, students will learn how the information in DNA's bases is used to create proteins. In this lesson, students will learn that DNA has its own language in its bases. In transcription, the DNA's language is converted into another language (m RNA bases). This is similar to how a Chinese interpreter can translate Chinese into English. Using the book, the students will be able to explain in their notebook that RNA is different from DNA because it has ribose and uracil, not dexoyribose and thymine, respectively. By viewing a video and acting out transcription at the end of the period, the students will be able to explain that RNA Polymerase allows nucleotides of RNA to bind to nucleotides of DNA, subsequently creating a strand of m RNA. Acting out transcription, as well as watching a video will allow the students to explain the base pairings during transcription (uracil binds to adenine. thymine binds to adenine, and guanine binds to cytosine).
RI LS1-2: Students demonstrate an understanding of the molecular basis of heredity by describing DNA structure and relating the DNA sequence to the genetic code. National Science Education Standard
(Content Standard A; 9-12): All students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry.
(Content Standard C; 9-12): All students should develop an understanding of molecular basis of heredity. Rhode Island Beginning Teacher Standards 2
Teachers create Learning Experiences that reflect an understanding of central concepts and tools of inquiry of the disciplines they teach. Teachers use a variety of explanations and multiple representations of concepts, including analogies, metaphors, and demonstrations and illustrations that help students develop conceptual understanding
Opportunities to Learn:
Depth of Knowledge
Webb level 1- recall of facts, terms, and purposes
Webb level 2 - skill and concept (explain the relationship of fact and terms)
Prior Knowledge:
From the previous semester, the students need to know the function of proteins and the building blocks of proteins
The students will need to know the building blocks and structure of DNA, in order to understand how it differs with RNA.
The students will need to understand base pair relationships within DNA in order to understand how it compares to when DNA bases bind to bases in RNA.
Plans for Differentiating Instruction
In addition to the handout for homework, which reinforces the lesson, I am asking the students to answer two of three additional questions from the book that deal with transcription of DNA in real world scenarios.
I will also have a peer teacher help those students who are having a harder time understanding the base pair relationships between nucleotides of RNA and DNA.
Through the lecture, video, engagement of students, and acting out transcription, I have incorporated tactile, auditory, and visual modalities of learning.
Accommodations and modifications
I have three students who have illegible handwriting. They will be allowed to use a laptop to transcribe their notes as well as do their homework.
I have three students who have a hard time concentrating. I will place these students in the front row, and I will nor have any wall posters or distractions on the walls that face these students.
If students are not able to transcribe the answers to questions into their notebooks, I have a photocopy of the questions and answers on reserve, for their review.
Environment
The students are sitting at tables that face the teacher. Four students are sitting at each table facing the teacher. There are six tables.
The smart board is on the front wall facing the students.
Materials
I will need a powerpoint slide of the Chinese basketball player on the Houston Rockets. This slide will be used to engage the students in thinking about translating a language. (see engagement part 1)
I will need a picture that describes the differences between RNA and DNA. (see engagement part 2)
I will need a quick video that describes transcription. The students will be engaged by the video as they answer specific questions. (see engagement part 3)
Objectives:
After this lesson, the student will be able to:
Describe the differences between DNA and RNA (artefact - using the book, the students will write in their notebook that RNA has ribose and uracil, not deoxyribose and thymine, respectively)
Explain the function of the major enzyme in transcription (artefact - From the book, video, and acting it out, the students will be able to explain that RNA Polymerase creates m RNA by adding nucleotides of RNA to nucleotides of unwound DNA)
Explain base pairings between a nucleotide of RNA and a nucleotide of DNA during transcription (artefact - From the video and acting it out, the students will explain that adenine binds to uracil, thymine binds to adenine, and guanine binds to cytosine).
Instruction:
Opening:
Part 1
1)As I take attendance, the students will read the following questions: Using your prior knowledge from last quarter, can anyone recall the function of proteins? (structural, enzyme, transport, contractile are a few of the functions). What are the building blocks of proteins? (Answer - Amino Acids). I will ask the students to write the answers to the questions in their notebooks.
2) After having students answer the questions, I will tell the students orally that our DNA has information that is used to create a lot of proteins. In this lesson and the next lesson, we will find out how the information in DNA is used to create proteins. Today, you will be able to explain the differences between DNA and RNA, explain the function of the major enzyme needed in transcription, and explain how bases in DNA connect to bases in RNA.
Engagement
Part 1
1) I will put up a powerpoint slide with a picture of the Chinese basketball player on the Houston Rockets.
I will tell the students that there is a documentary that captures, on film, this player's arrival to America. When this Chinese basketball player came to America, he could not speak English.
2) I will ask the students: When the Chinese basketball player first came to America he could not speak or read English. If he wanted to go to a restaurant, what would he need in order to get by? (Answer- He needs an interpreter/translator).
3) Lets say one day during the first year in America, this Chinese basketball player was hungry and really wanted to have an American meal at an American restaurant. He cannot communicate this information to the waiter because the Chinese basketball player does not understand English, and the waiter does not understand Chinese. If the basketball player has a friend (interpreter) who understands Chinese well enough to convert it to English, then the interpreter can communicate to the waiter what the Chinese basketball player wants for dinner.
4) This is exactly what happens when DNA wants to make proteins. DNA has its own language (its bases of adenine, thymine, guanine, and cytosine). DNA cannot create proteins with its own language. Similar to how the information from the basketball player was converted from Chinese to English, the information from DNA's language is converted to m RNA's language. This is known as transcription.
5) I will provide the students with a graphic organizer that will allow the students to see the parallels between the Chinese basketball player's Chinese order at an American restaurant and the creation of proteins from DNA. It is in the slides in step 1 (above). I will tell the students that we will focus on the first part (transcription) today and focus on the second part (translation) next period.
Chinese Order = Bases in DNA
Interpreter = RNA Polymerase (converts information from DNA into m RNA = Transcription)
English Order = Bases in m RNA
Waiter = transfer RNA (based on the information in bases of m RNA, it delivers specific amino acids = Translation)
Waiter delivers beverage, appetizer, entree, and pie which together form a meal = transfer RNA delivers multiple amino acids which connect to each other and form a protein
Part 2
1) I told the students to get into groups of four. I wrote the following question on the white board : Using the book and your prior knowledge of the structure of DNA, what are some of the differences between DNA and RNA? (Answer- The nitrogenous bases in RNA are uracil, adenine, guanine, and cytosine, with no thymine. RNA is not double stranded. RNA does not have deoxyribose; it has ribose). I told the students to write the answers The students will write their answers in their notebooks. I will let the students know that they will be able to use their notes on an upcoming quiz. On the second to last lesson of this unit, I will also collect the notebooks. If all of the questions and corresponding right answers are in the notebook, he/she will earn extra points on the upcoming unit test. As the students research the question, I will walk around the monitor the responses in the notebooks. I will have a volunteer write the answer on the board so the students can see the answer. In order to visualize the differences, I will present a picture of both structures (pic).
2) I will use the whiteboard to present the students a picture that represents the differences between the DNA and RNA structures
3) If you recall from yesterday, What is the first step in DNA replication? (It needs to unwind). The DNA unwinds in transcription as well.
4) I told the students that in order for the language of a particular DNA molecule to be translated into the language of m RNA, specific enzymes are needed.
5) I asked the students orally, using your book, what is the major enzyme needed during transcription (Answer- RNA Polymerase).
6) Using the student's book, I asked the students What is the function of RNA Polymerase?: (Answer - it connects bases within nucleotides of RNA to bases within nucleotides of unwound DNA).
Part 3
1) I will have the students watch a quick video on transcription.(video). Prior to watching the video I will have the following questions written on the white board:
2) From the information in the video, which base in RNA connects to Adenine within DNA (Answer - Uracil)
3) From the information in the video, which base in RNA connects to Cytosine within DNA (Answer - Guanine)
4 From the information in the video, which base in RNA connects to Thymine within DNA (Answer - Adenine)
5) From the information in the video, which base in RNA connects to Guanine within DNA (Answer - Cytosine)
6) I had the students write the answer to these questions in their notebook.
7) I monitored the responses in the notebooks
8) After the video was done, I wrote the answers to these questions on the board so that the students can see the answer.
7) When nucleotides of RNA bind to the individual strand of DNA, a strand of m RNA is formed.The information from a segment of DNA has now been converted to m RNA, which is what happens in transcription.
Part 4
1) Similar to the previous lessons in this unit, I will now split the students into two teams.
2) I will instruct the teams to use the information they just learned from the video, book, and graphic organizer to create transcription of DNA into m RNA by acting it out. The students in each team will have to designate roles (example: RNA polymerase, specific base, phosphate unit, etc.)
3) By acting out transcription, I will expect the students to explain the role RNA polymerase, as well as explain how nucleotides of RNA bind to an individual strand of DNA.
4) As the students are rehearsing transcription, I will ask each student in each team, what molecule are you and what is your role? I will provide guidance to those students who have questions about their role in transcription.
5) I will flip a penny to determine the first team to act. I will have one team act out transcription at the far end of the class, while the students in the other team begin a handout on transcription (see closing below)
6) I will each team act out transcription for me. As they do this, I will ask each student: what is the name of your character, what is your function, what are you connected to? If students are having trouble, I will help the students by asking appropriate questions that will lead to the answer.
Closing
I will ask a student to explain me the differences between RNA and DNA.
I will ask a student to explain to me the function of RNA polymerase in transcription
I will ask a student to describe how DNA connects to nucleotides of RNA during transcription.
I will give the students a handout for homework that has a picture of a DNA molecule with its base pairings. I will ask the students to be RNA polymerase and create a strand of m RNA from each strand of DNA.
I will collect this handout at the beginning of the next period.
Assessment
Formative questions about proteins in the opening
Formative questions about the differences between DNA and RNA, which was answered in their notebook
Formative questions about enzyme used to carry out transcription
Formative questions about the base pairings between nucleotides of DNA and RNA during transcription, which was answered in their notebook
Having the students act out the transcription of a DNA code into m RNA. (rubric to be added in near future)
Having the student complete a handout for homework that reviews base pairings within transcription. (Handout and rubric to be added in near future)
Lesson Title: Transcription
Context of Lesson:
This is the third lesson in this unit. Since the body has many proteins, students will learn how the information in DNA's bases is used to create proteins. In this lesson, students will learn that DNA has its own language in its bases. In transcription, the DNA's language is converted into another language (m RNA bases). This is similar to how a Chinese interpreter can translate Chinese into English. Using the book, the students will be able to explain in their notebook that RNA is different from DNA because it has ribose and uracil, not dexoyribose and thymine, respectively. By viewing a video and acting out transcription at the end of the period, the students will be able to explain that RNA Polymerase allows nucleotides of RNA to bind to nucleotides of DNA, subsequently creating a strand of m RNA. Acting out transcription, as well as watching a video will allow the students to explain the base pairings during transcription (uracil binds to adenine. thymine binds to adenine, and guanine binds to cytosine).Standard
RI LS1-2: Students demonstrate an understanding of the molecular basis of heredity by describing DNA structure and relating the DNA sequence to the genetic code.National Science Education Standard
(Content Standard A; 9-12): All students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry.
(Content Standard C; 9-12): All students should develop an understanding of molecular basis of heredity.
Rhode Island Beginning Teacher Standards 2
Teachers create Learning Experiences that reflect an understanding of central concepts and tools of inquiry of the disciplines they teach. Teachers use a variety of explanations and multiple representations of concepts, including analogies, metaphors, and demonstrations and illustrations that help students develop conceptual understanding
Opportunities to Learn:
Depth of Knowledge
Prior Knowledge:
Plans for Differentiating Instruction
Accommodations and modifications
Environment
Materials
Objectives:
After this lesson, the student will be able to:Instruction:
Opening:
Part 1
1)As I take attendance, the students will read the following questions: Using your prior knowledge from last quarter, can anyone recall the function of proteins? (structural, enzyme, transport, contractile are a few of the functions). What are the building blocks of proteins? (Answer - Amino Acids). I will ask the students to write the answers to the questions in their notebooks.
2) After having students answer the questions, I will tell the students orally that our DNA has information that is used to create a lot of proteins. In this lesson and the next lesson, we will find out how the information in DNA is used to create proteins. Today, you will be able to explain the differences between DNA and RNA, explain the function of the major enzyme needed in transcription, and explain how bases in DNA connect to bases in RNA.
Engagement
Part 1
1) I will put up a powerpoint slide with a picture of the Chinese basketball player on the Houston Rockets.
2) I will ask the students: When the Chinese basketball player first came to America he could not speak or read English. If he wanted to go to a restaurant, what would he need in order to get by? (Answer- He needs an interpreter/translator).
3) Lets say one day during the first year in America, this Chinese basketball player was hungry and really wanted to have an American meal at an American restaurant. He cannot communicate this information to the waiter because the Chinese basketball player does not understand English, and the waiter does not understand Chinese. If the basketball player has a friend (interpreter) who understands Chinese well enough to convert it to English, then the interpreter can communicate to the waiter what the Chinese basketball player wants for dinner.
4) This is exactly what happens when DNA wants to make proteins. DNA has its own language (its bases of adenine, thymine, guanine, and cytosine). DNA cannot create proteins with its own language. Similar to how the information from the basketball player was converted from Chinese to English, the information from DNA's language is converted to m RNA's language. This is known as transcription.
5) I will provide the students with a graphic organizer that will allow the students to see the parallels between the Chinese basketball player's Chinese order at an American restaurant and the creation of proteins from DNA. It is in the slides in step 1 (above). I will tell the students that we will focus on the first part (transcription) today and focus on the second part (translation) next period.
Part 2
1) I told the students to get into groups of four. I wrote the following question on the white board : Using the book and your prior knowledge of the structure of DNA, what are some of the differences between DNA and RNA? (Answer- The nitrogenous bases in RNA are uracil, adenine, guanine, and cytosine, with no thymine. RNA is not double stranded. RNA does not have deoxyribose; it has ribose). I told the students to write the answers The students will write their answers in their notebooks. I will let the students know that they will be able to use their notes on an upcoming quiz. On the second to last lesson of this unit, I will also collect the notebooks. If all of the questions and corresponding right answers are in the notebook, he/she will earn extra points on the upcoming unit test. As the students research the question, I will walk around the monitor the responses in the notebooks. I will have a volunteer write the answer on the board so the students can see the answer. In order to visualize the differences, I will present a picture of both structures (pic).
2) I will use the whiteboard to present the students a picture that represents the differences between the DNA and RNA structures
3) If you recall from yesterday, What is the first step in DNA replication? (It needs to unwind). The DNA unwinds in transcription as well.
4) I told the students that in order for the language of a particular DNA molecule to be translated into the language of m RNA, specific enzymes are needed.
5) I asked the students orally, using your book, what is the major enzyme needed during transcription (Answer- RNA Polymerase).
6) Using the student's book, I asked the students What is the function of RNA Polymerase?: (Answer - it connects bases within nucleotides of RNA to bases within nucleotides of unwound DNA).
Part 3
1) I will have the students watch a quick video on transcription.(video). Prior to watching the video I will have the following questions written on the white board:
2) From the information in the video, which base in RNA connects to Adenine within DNA (Answer - Uracil)
3) From the information in the video, which base in RNA connects to Cytosine within DNA (Answer - Guanine)
4 From the information in the video, which base in RNA connects to Thymine within DNA (Answer - Adenine)
5) From the information in the video, which base in RNA connects to Guanine within DNA (Answer - Cytosine)
6) I had the students write the answer to these questions in their notebook.
7) I monitored the responses in the notebooks
8) After the video was done, I wrote the answers to these questions on the board so that the students can see the answer.
7) When nucleotides of RNA bind to the individual strand of DNA, a strand of m RNA is formed.The information from a segment of DNA has now been converted to m RNA, which is what happens in transcription.
Part 4
1) Similar to the previous lessons in this unit, I will now split the students into two teams.
2) I will instruct the teams to use the information they just learned from the video, book, and graphic organizer to create transcription of DNA into m RNA by acting it out. The students in each team will have to designate roles (example: RNA polymerase, specific base, phosphate unit, etc.)
3) By acting out transcription, I will expect the students to explain the role RNA polymerase, as well as explain how nucleotides of RNA bind to an individual strand of DNA.
4) As the students are rehearsing transcription, I will ask each student in each team, what molecule are you and what is your role? I will provide guidance to those students who have questions about their role in transcription.
5) I will flip a penny to determine the first team to act. I will have one team act out transcription at the far end of the class, while the students in the other team begin a handout on transcription (see closing below)
6) I will each team act out transcription for me. As they do this, I will ask each student: what is the name of your character, what is your function, what are you connected to? If students are having trouble, I will help the students by asking appropriate questions that will lead to the answer.
Closing
Assessment